International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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School Climate, Teachers’ Instructional Practices and Learners’ Performance

Author(s) Maezel Ann Trisky S. Gadayan
Country Philippines
Abstract This study investigated the school climate, teachers’ instructional practices, and learners’ performance in public elementary schools in the Schools Division of Antique, Philippines, for the school year 2024–2025. Conducted from April to May 2025, the study involved 365 randomly selected teachers using proportionate random sampling. The dependent variables were school climate, teachers’ instructional practices, and learners’ performance, while the independent variables included age, sex, civil status, highest educational attainment, and length of service. Data were gathered through a validated School Climate Survey and an instructional practices questionnaire. Learners’ performance data were based on the average academic grades from the first and second quarters of the school year. Statistical tools used included frequency, percentage, mean, t-test, ANOVA, and Pearson’s r at a .05 significance level. Findings revealed that the overall school climate was rated “Good” in terms of relationships, personal development, and system maintenance. Learners’ performance was assessed as “Very Satisfactory” across all teacher classifications. Instructional practices commonly employed by teachers included: developing sustainable assessment methods to monitor behavioral and cognitive changes; using varied learning materials (e.g., modules, activity sheets); and analyzing learner information to design instruction responsive to diverse needs. No significant differences were found in school climate, teachers’ instructional practices, and learners’ performance when categorized by teacher demographics. However, significant relationships were identified among school climate, teachers’ instructional practices, and learners’ performance.
Keywords school climate, teachers’ instructional practices, learners’ performance
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-31
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67505
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